Examining Demographic Factors Influencing Black Students’ Science Proficiency: A Quantitative Inquiry Using Secondary Data

• In Event: Equity and Representation in Science Education

Abstract

This study examined demographic factors influencing Black students’ science proficiency in Florida high schools. Using Vroom’s expectancy theory as the theoretical framework to understand the association between students’ science achievement and their demographics, the study retrieved, from the Florida’s PK–20 Education Information Portal, the Biology I End-of-Course exam proficiency data in two school districts (D1 and D2). A contingency table analysis was conducted to investigate the associations between students’ proficiency status and three student demographic variables: (a) gender (inconclusive in D1, weak association in D2), (b) economic status (significant association), and (c) grade (significant association). The results can inform teachers and policymakers on best practices for narrowing the science achievement gap between Black students and students of other demographics.

Authors

• Deleesa Butler

• Hongwei Yang, University of West Florida

• Mark Malisa, University of West Florida